ThesisPDF Available

Improving Primary Students’ English Spelling Ability with Phonics Teaching

Authors:

Abstract

Listening, speaking, reading and writing are basic four skills for English language learning. The importance of listening and speaking is recognized nowadays, in the mean time, reading and writing abilities are also entitled to share same values. In terms of primary students English language learning, words spelling is a fundamental component for reading and writing. The researcher teaches English at an academic institution for K-12 students as an outside school for primary school students to further enhance their English language competence. Thus those students learn more advanced levels of English language than their full-time curriculum, which accelerates a problem of words spelling in an earlier time while they pursue higher English abilities. With focusing mistakes of my students’ misspelling, the project contains analysis of thirty students who were in the learning stage of Cambridge Young Learner English Level Two which was also known as Level of Movers. Two methods of problem analysis were used to analyze the problem. They were Socratic Dialogue and Cause Analysis. Through this, the research found out 1) numbers of students did not know how to remember words. 2)When students encountered spelling ability problems, they did not seek teacher’s assistance. 3)As an reflection of the researcher itself, the researcher was not so confident whether so-called popular phonics teaching was more effective to my students spelling ability in comparison of teaching vocabulary with pronunciation and the usage of the words as in a sentence only. Two groups of students were involved in the three weeks experiment, the Target Group and the Control Group. When the researcher taught the Target Group, the researcher used more phonic teaching and phonic analysis to help students to remember spellings. When the researcher taught Control Group, the researcher conducted words in olds ways as teaching the pronunciation and the usage of the words as in a sentence only. Then, he used dictation results of each week to compare spelling abilities in these two groups. It is hypothesized that phonics teaching will help improve primary students’ spelling ability. Throughout this project, students in the Target Group show higher spelling abilities than the Control Group. With the limited sample and duration, the project cannot lead to an overall view of a conclusion. However, it will be significant more or less for my further research and other colleagues’ projects. It is shown that the hypothesis has proved to be correct.
Improving Primary Students’
English Spelling Ability with
Phonics Teaching
Submitted by Kong Lingwang
Student ID number 102011010173
Supervised by Feng Xue
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A paper submitted in partial fulfillment of the requirements
of the degree of Bachelor of Arts
The Institute of Online Education
Beijing Foreign Studies University
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Abstract
Listening, speaking, reading and writing are basic four skills for English language
learning. The importance of listening and speaking is recognized nowadays, in the mean
time, reading and writing abilities are also entitled to share same values. In terms of
primary students English language learning, words spelling is a fundamental component
for reading and writing.
The researcher teaches English at an academic institution for K-12 students as an outside
school for primary school students to further enhance their English language competence.
Thus those students learn more advanced levels of English language than their full-time
curriculum, which accelerates a problem of words spelling in an earlier time while they
pursue higher English abilities.
4
With focusing mistakes of my students’ misspelling, the project contains analysis of thirty
students who were in the learning stage of Cambridge Young Learner English Level Two
which was also known as Level of Movers. Two methods of problem analysis were used
to analyze the problem. They were Socratic Dialogue and Cause Analysis. Through this,
the research found out 1) numbers of students did not know how to remember words.
2)When students encountered spelling ability problems, they did not seek teacher’s
assistance. 3)As an reflection of the researcher itself, the researcher was not so confident
whether so-called popular phonics teaching was more effective to my students spelling
ability in comparison of teaching vocabulary with pronunciation and the usage of the
words as in a sentence only.
Two groups of students were involved in the three weeks experiment, the Target Group
and the Control Group. When the researcher taught the Target Group, the researcher used
more phonic teaching and phonic analysis to help students to remember spellings. When
the researcher taught Control Group, the researcher conducted words in olds ways as
teaching the pronunciation and the usage of the words as in a sentence only. Then, he
used dictation results of each week to compare spelling abilities in these two groups.
It is hypothesized that phonics teaching will help improve primary students’ spelling
ability.
Throughout this project, students in the Target Group show higher spelling abilities than
the Control Group. With the limited sample and duration, the project cannot lead to an
overall view of a conclusion. However, it will be significant more or less for my further
research and other colleagues’ projects.
It is shown that the hypothesis has proved to be correct.
Key words: primary English language teaching; phonics; spelling
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Table of Contents
Pages
1. Project Introduction --------------------------------------------------------- 7
2. Project Problem Identification and Analysis---------------------------- 8
2.1 Project problem----------------------------------------------------------- 8
2.2 Problem Analysis--------------------------------------------------------- 8
2.3 Results of Problem Analysis-------------------------------------------- 9
3. Project Objective and Hypothesis----------------------------------------- 10
3.1 Project Objective---------------------------------------------------------- 10
3.2 Project Hypothesis-------------------------------------------------------- 10
4. Project Rationale-------------------------------------------------------------- 10
4.1 Why Learning Spelling Words Is Important----------------------- 10
4.2 Why Do Phonics Work Most-------------------------------------------- 11
5. Project Design ----------------------------------------------------------------- 11
5.1 Target Group and Control Group------------------------------------- 11
5.2 Teaching Materials------------------------------------------------------- 11
5.3 Teaching Activity Outline for Target Group------------------------- 12
6. Project Implementation------------------------------------------------------ 13
6.1 General Introduction to the Implementation----------------------- 13
6.1.1 Lesson Plan of Week One for Target Group------------------- 14
6.1.2 Lesson Plan of Week One for Control Group------------------ 14
6. 2 Dictation-------------------------------------------------------------------- 15
7. Results and Discussion-------------------------------------------------------- 16
7.1 Results of Students’ Performance in Dictations-------------------- 16
7.2 Results of Students’ Questionnaires---------------------------------- 17
7.2.1 Pre-questionnaire -------------------------------------------------- 17
7.2.2 Post-questionnaire ------------------------------------------------- 18
7.3 Discussion------------------------------------------------------------------- 19
8. Conclusion----------------------------------------------------------------------- 20
Bibliography----------------------------------------------------------------------- 20
Appendix I.Pre-questionnaire and Post-questionnaire------------------- 21
Appendix II. Lesson Plans of Week Two and Three for Target Group
and Control Group
24
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Improving Primary Students’ English Spelling Ability with
Phonics Teaching
1. Introduction
Having taught young learners English for more than three years in a part-time
English institution, I have 7 classes to teach and two of them are almost in a same
English level. Students in these two same leveled English classes are aged mostly
between 8-10. In this English level learning, the textbooks requires them to
remember the spellings of each objective words in each unit. However, when I have
dictation test which is also known as spelling test for these new objective words,
some of them can spell them incorrectly. They did not seem to want to make too
much effort to improve their vocabulary spelling ability. In that case, they will have
worse spelling ability which will not only lead to unqualified writing skills but also
less efficient learning in speaking, listening and reading. Two methods of problem
analysis are used to analyze the problem. They are so called Socratic Dialogue and
Cause Analysis.
Therefore, the research problem of this project is that many students are not good at
spelling of English words in their textbooks and they have no obvious interest in solving
this problem. This project is designed to understand what difficulties students have in
spelling words and phrases. In the meantime how much improvement can phonics
teaching help students’ spelling ability instead of teaching pronunciation and usage in
sentences only with a fact that the researcher teaches new words in each unit on weekly
basis. It is hypothesized that phonics teaching is more effective than teaching vocabulary
with pronunciation and the usage of the words as in a sentence only. B oth teacher and
students have their own reasons and explantation towards this spelling situation.
However, one way to improve students’ spelling ability is phonics teaching.
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The researcher designed this project into a three weeks. Students came to the researcher’s
English class on a weekly basis. Two groups were classified which are named as Target
Group and Control Group. The researcher used dictation results and questionnaires to
find out their students’ spelling ability and thoughts about spelling. After three weeks of
implementation, students in Target Group showed significantly higher correction
percentage than those in Control Group as shown in Figure 1 as in following passage of
page 16.
2. Problem Identification and Analysis
2.1 Project Problem
My students have problems in remembering word spelling and the researcher finds
phonics may be helpful to improve their spelling ability but the researcher needs a three
week project to prove it.
2.2 Problem Analysis
Two methods of problem analysis are used to analyze the problem. They are
Socratic Dialogue and Cause Analysis
2.2.1Socratic Dialogue
At this stage, the researcher asked a series of questions and then answered them.
Table1: Socratic Dialogue for Problem Analysis
Questions Answers
a) What are reasons why my
students have problems in
spellings of English words and
phrases?
Some English words are difficult to
remember in terms of spellings indeed.
b) Why are these difficult English
words difficult to remember in
terms of spelling?
Maybe my students do not know how to
remember these spellings and they need
teacher’s teaching help. However, they do
not ask me about this on enough frequency.
c) What kind of help do I give? Sometimes I teach them phonic skills
towards these spellings and at times I just
teach the pronunciation and usage in the
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sentences only.
d) Do these two teaching ways
have different outcome? Which
one is better?
Sometimes I found phonics are helpful but I
need more evidence. I am not sure which
one is more effective.
2.2.2 Cause Analysis
This analysis starts with some factors that may contribute to the cause: the teacher’s
side, the students’ side as well as the techniques for teaching vocabulary.
a) Teacher’s Side
i. The teacher majored in English Education as in an associate degree at a
university. After three years of learning, the teacher has taught English for more
than three years as well so the teacher may need more experience of teaching
English.
ii. Usually, the teacher just asks students to have dictations and help students little in
remembering spelling of those words.
iii. The teacher has not tried to find out better ways to have students remember
spelling of those words.
b) Students’ Side
i. They are Grades 3-4 in their public full time school and after full time school they
come to my part time institution to learn extra English in order to learn more
advanced English which is beneficial to them according to their parents’ view at
least. Many parents want them to pass certain tests in both schools and society.
ii. Most of them are interested in English but some of them hate spellings.
iii. Some of them are lazy and do not do their homework at times.
iv. Some of them have low English level and do not like English so much as some
other students do in their class. They are unwilling to attend to this kind of extra
English classes after full time school.
2.3 Results of Problem Analysis
Though both teacher and students have their own reasons and explanation, however, one
way to improve students spelling ability is phonics teaching.
3. Project Objective and Hypothesis
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3.1 Project objective
The project objective is to develop primary students’ spelling ability so that they can have
better results in dictation. That is to say they should have higher correction rates.
3.2 Hypothesis
It is hypothesized that phonics teaching will help primary students spelling ability more
effectively than just teaching pronunciation and usage in sentences only when the
researcher teaches new words and phrases in each unit in the textbook. .
4. Project Rationale
4.1 Why Learning Spelling Words Is Important ?
He stated, “Phonics is a method for teaching English speakers to write and read”. (Ching
Kangliu, 2000). Many students especially primary English learners do not like English
spelling at all. Many children struggle with their spelling words and phrases and the
repetition of writing the words many times does not seem to help. This leads to
frustration of many students and even some of them do not want to try more in the end.
Spelling is vital because it assists in reading and it aids cements the connection that is
shared between sounds and letters. Learning high frequency sight words also has been
shown to help with both reading and writing. This is the reason why students learn sight
words during their early years in many countries which English is a native language.
Spelling and reading also have a common factor, proficiency with language. Unqualified
spelling also gives other people a bad impression about you. No matter what you say, if
the spelling is relative poor, the reader will notice this before anything else. Punctuation
errors often go unnoticed, but everyone notices spelling errors. As our students grow up
and progresses through various grades, he or she will have to be asked to have reports
and papers. Instructors at all grade levels, including the university level, will grade
harshly on poor spelling. Then this will invariably affect the students’ grade and possibly
determine his future success in life.
4.2 Why Do Phonics Work Most ?
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In some languages, notably Spanish, Finnish and Italian, the links between sounds and
letters are very consistent (what you see is what you say). In English, the connections
between sounds and letters have been affected by historical events and long-term changes
in speech and pronunciation. As a result, phonics work most, but not all of the time, and
we have to adapt our brain to interpret what letters tell us rather than simply translate
letters into sounds advice verse. This means that we need to take care in presenting
phonics, so that children do not become confused when they come across words in which
the letters do not behave as expected. ( John Bald, 2007)
5. Project Design
Drawing on the discovery of the problem analysis and rationale quoted above, a project is
designed by researcher to find out whether teaching vocabulary with phonic skills is a
better way to improve students performance in dictation tests. Thus I have a Target
Group and a Control Group. In the Target Group, I will teach students vocabulary with
phonics skills. In control group, I will just use the normal way (teaching vocabulary with
its pronunciation and usage in a sentence only). For both of those two groups, I will have
vocabulary dictations and note down how many points they have in each dictation. I
teach those classes on a weekly basis so I will design those tests on weekly basis too.
5.1 Target Group and Control Group
Two groups of students were involved in the three weeks experiment, the Target Group
and the Control Group. When the researcher taught the Target Group, the researcher used
more phonic teaching and phonic analyze to help students to remember spellings. When
the researcher taught the Control Group, the researcher taught words in traditional ways
which taught the pronunciation and the usage of the words as in a sentence. Then, used
dictation results on weekly basis to compare spelling abilities in these two groups.
5.2 Teaching Materials
Words from three units will be needed for this project.The researcher choose their present
learning textbook which is Kids Box English 3.This is one of books from Cambridge
11
University Press which is designed for young English learners. Target learners are
students who learn English language as their foreign language. There are six books from
Kids Box English 1-6. They should have reached corresponding English Level when they
finis studying every two books. After complement of Kids Box English 1-2, they are in
Starters Level ( from Cambridge Language Assessment ). As for complement of Kids Box
English 3-4,they should reach Movers Level which is my students’ pursuit as well.
For each unit, there are some new words and researcher teach those new words with
different method as mentioned above. As this is what they learn so there is no conflict to
their original learning plans.
5.3Teaching Activity Outline for Control Group
Date Objective words Activity Design Estimated Time
9.8. Aunt, daughter,
granddaughter, grandson,
grandparents, son, uncle
Ask students for some information
about their family members and
show my family three on board.
Ask students to draw their family
tree
Ask student to introduce their
family members according to their
family three.
20 minutes
9.15 Stairs, basement, lift,
balcony, village, flat,
town, up, down
Ask students to look at picture in
their books try to match the new
words to each picture.
Ask students to describe what they
have got in their homes.
20 minutes
9.22 Get dressed, get
undressed, get up, go to
bed, have a shower, put
on, wake up, take off,
wash
Ask students to read their books
try to order those phrases in the
right orders.
Ask students to describe one of
their days by using those new
25 minutes
12
phrases.
5.4Teaching Activity Outline for Target Group
Date Objective words Activity Design Estimated Time
9.8 Aunt, daughter,
granddaughter, grandson,
grandparents, son, uncle
Ask students for some information
about their family members and
show my family three on board.
Ask students to draw their family
tree
Teach students to remember those
family member words by phonic
breakdown.
20 minutes
9.15 Stairs, basement, lift,
balcony, village, flat,
town, up, down
Ask students to look at picture in
their books try to match the new
words to each picture.
Teach students to remember those
words by phonic breakdown.
20 minutes
9.22 Get dressed, get
undressed, get up, go to
bed, have a shower, put
on, wake up, take off,
wash
1Ask students to read their books
try to order those phrases in the
right orders.
2.Teach students to remember
those words by phonic breakdown.
25 minutes
6. Project Implementation
6.1 General introduction to the Implementation
In Target Group, the researcher will teach students vocabulary with phonics skills. In
Control group, the researcher will just use the normal way to teach vocabulary (teaching
pronunciation and usage in a sentence). For those groups, the researcher will have
vocabulary dictations and observe their performance. The researcher teaches these classes
on a weekly basis, so I the researcher will design those on weekly basis too. Description
13
of the teaching time, materials, objectives and stages are shown as following.
6.1.1 Lesson Plan of Week One for Target Group
Teaching Objectives:
1.The researcher has students to learn words: Aunt, daughter, granddaughter, grandson,
grandparents, son, uncle
2.The researcher has students to remember those words and be able to spelling them in
next class dictation.
Teaching Materials:
1. Different Color Markers 2. Laptop 3. Book 4. Interactive DVD.
Teaching Content:
Cambridge Kids Box English 3 Page 8
Teaching Processing:
1. The researcher asks students information about their family members.(Have you got a
uncle? Is your mother a teacher?)
2. The researcher shows his family tree on the board.
3.The researcher asks students to draw their family tree.
4.The researcher asks volunteers to show their family trees.
5.The researcher asks students to show their family trees in pairs.
6.The researcher asks students to remember their family member’s words by phonic
breakdown.(For example, when I teach students to remember the word daughter, the
teachers break the words into several parts by their sounds. So the word daughter can be
divided into d, augh, t, er. Then tell students those sounds. )
6.1.2 Lesson Plan of Week One for Control Group
Teaching Objectives:
1.The researcher has students to learn words: Aunt, daughter, granddaughter, grandson,
grandparents, son, uncle
2.The researcher has students to remember the words and be able to spell them in next
class dictation.
Teaching Materials:
14
1. Different Color Markers 2. Laptop 3. Book 4. Interactive DVD.
Teaching Content:
Cambridge Kids Box English 3 Page 8
Teaching Processing:
1.The researcher asks students information about their family members.(Have you got a
uncle? Is your mother a teacher?)
The researcher asks shows his family three on board.
2.The researcher asks students to draw their family tree
3.The researcher asks volunteers to show their family trees
4.The researcher asks students to show heir family trees in pairs.
5.The researcher asks students to tell their family members as from their family three.
6.2 Dictation
In the next week of each teaching week I have dictation to my students and keep
correction rates of both Target Group and Control Group. As for words for dictation
please see following.
6.2.1 Dictate Students Following Words:
Words dictated are same both Target Group and Control Group.
Words dictated in week one:
Aunt, daughter, granddaughter, grandson, grandparents, son and uncle.
Words dictated in week two:
Stairs, basement, lift, balcony, village, flat, town, up and down
Words dictated in week three:
Get dressed, get undressed, get up, go to bed, have a shower, put on, wake up, take off
and wash
6.3 Questionnaire
I have two questionnaires which are all towards students both in Target group and Control
Group in order to gain an overall view of students needs in spelling ability and their
thoughts about phonics teaching after the three weeks plan. One had been done before I
15
conducted my project design which was called pre-questionnaire and the other one was
was called post-questionnaire which was done after this three weeks project. Since my
students are young primary students, the content of questionnaire are supposed to be very
simple and direct. Questionnaires are shown as in Appendixwhich can be found at page
22.
7. Results and Discussion
7.1 Results of students performance in dictations.
The following graph shows average correction rates in Target Group and Control Group
of their performance in weekly dictation.
Figure 1 : Students’ dictation performance in Target Group and Control Group
During the three weeks in this project,students’ average correction rates varied in both
groups. In the Target Group students’ average correction rates starts from 61% then in
Week 2 data rises up into 66% which is 3 percentage higher than the Control Group in the
same week. Furthermore in Week 3, Target Group has a more significant success than
16
50
55
60
65
70
75
Week 1 Week 2 Week 3
Target Group
Cont rol Group
Control Group with a higher percentage of 11.
So as we can see form Figure 1. The correction rates in Target Groups are 61%, 66% and
72%. However, as the correction rates in Target Groups are 60%, 64% and 61%.
In conclusion, the graph above shows that Target Group has significant higher students’
average correction rates than those in Control Group.
7.2 Results of students questionnaires.
7.2.1 Pre-questionnaire 1Appendix
There was a questionnaire to students before they were conducted into the project. 24
valid questionnaires had been collected from students both in Target Group and Control
Group. The following data showed before conducting phonics teaching how many points
of each reason that students thought they had in remembering words and how much help
they needed from teacher in each assistance. Students chose points from 1-5 with 5 being
the most relevant to fact of each question on questionnaires. Then, I summed up the
points for each question.
Points of each reason that students thought they had in remembering words.
42 points 本本本本本本本本本本本本(I can not remember as there are too many letters)
41 points 本本本本本本本本本本本(I do not understand words)
37 points 本本本本本本本本本本本本本本(I can not remember so many words in one time)
34 points 本本本本本本(I am being careless)
Points of each help they need from teacher in each assistance
62 points本本本本本本本本本本本(helps in sentence usage of words )
44 points本本本本本本本本本本(helps in understanding words)
39 points本本本本本本本本本(helps in phonics)
From the results of the questionnaire, it shows obviously that students need help mostly
in sentences usage of words according to students themselves. However, when I asked
17
what are the reasons for students why they think they have have ceratin problems or what
help they need in remembering words. Answers are averagely same according to pints
they placed for each reason.
However in a job as a teacher, I can tell they do not value the importance of phonics
teaching. As being a teacher I should teach new words not only with pronunciation and
their usage in sentences but also phonics. Therefore, this project is even more meaningful
because students in Target Group would witness their improvement in dictation and in the
meantime they would value more towards phonics teaching and learning according to
results of questionnaires and dictation performances.
7.2.2 Post -questionnaire 2Appendix
There was another questionnaire to students after they were conducted into the project.
There were 24 valid questionnaires that had been collected students both Target Group
and Control Group. Following data showed after conducting phonics teaching in three
weeks project. An evaluation aimed at how helpful of teachers help in helping students
with spelling.Students chose points from 1-5 with 5 being the most helpful to fact of each
question on the questionnaire.Then, I summed up points for each question.
Do you think phonics teaching helpful?
(14 students) absolutely
(7 students) mostly,
(2 students) barely,
(0 students) not at all
Do you think understanding words in sentences is helpful with spelling?
(10 students) absolutely
(8 students) mostly,
(4students) barely,
(0 students) not at all
18
After the three weeks project,we can find out that more students think that phonics
teaching is very helpful as students in Control Group witness their improvement in
dictation test. So after three weeks phonics teaching, students’ view towards phonics also
become more positive according to points they gave as shown above.
7.3 Discussion
According to the graph which shows dictation correction rates in both Target Group and
Control Group, we can see that students’ dictation performance in Target Group are
steadily improved in three weeks time and this improvement is significant. However,
students in Control Group witness not so much significant improvement or drop downs in
dictation performance. Thus in this project, it has been proved that phonics teaching
improves students spelling ability more effective than teach pronunciation and sentence
usage only.
The questionnaires which are collected before conducting phonics teaching shows that
students think learning sentence usage is more helpful. However, after three weeks of
phonics teaching and/or within three weeks dictation test, more students think teaching
words with phonic help them more with spelling words. Thus it is suggested that teaching
English vocabularies with phonics can help students with their spelling abilities and in
the mean while explanation to students that how phonics teaching can help them with
spelling abilities is should be also disseminated.
8. Conclusion
In the present study, the researcher had a Target Group and a Control Group. The
researcher designed a three week teaching plan. In Target Group, the researcher taught
students vocabulary with phonics skills. In control group, the researcher just taught
vocabulary with its pronunciation and usage in a sentence only. For these two groups, the
researcher had vocabulary dictations on a weekly basis. In the first week, students
dictation correction rates in Target Group were only 1% higher than those in Control
Group. In week 2, the number was 6% more than Control Group. When it came to the
19
third week, the number was 11% higher than in Control Group. As a result, we could see
that students’ dictation performance in Target Group were significantly higher than those
in Control Group especially in comparison of the second and third weeks.
There were also two questionnaires to survey students in both groups before and after the
three weeks teaching project :1) needs of assistance in remembering words, how helpful
is phonics teaching to them? How helpful is words usage in sentences teaching to them,
2)how helpful is phonics teaching to them? how helpful is words usage in sentences
teaching to them? There were 24 valid questionnaire had been collected from those 30
students. According to analyze of those questionnaires, the researcher had following
results. Before the three weeks teaching, more students thought word usage in sentences
were more important, however, after the three week projects more students show that
phonics teaching were more help more to them.
In conclusion, in this three weeks project it has been proved that in primary English
language learning students’ spelling ability can be improved more effective through
phonics teaching than just teaching pronunciation and usage in sentence. In the meantime
students view towards phonics teaching also become more positive because they witness
their improvement as in their dictation in Target Group, too.
Bibliography
Ching, K. (2000). Phonics from Theory to Practice. Taipei: National Taipei University
Press
Gu, Y. (2002). Practical Project Design. Beijing: Foreign Language Teaching and
Research Press.
Gu, Y. (1999). English Language Teaching Methodology. Beijing: Foreign Language
Teaching and Research Press.
John, B. 2007). Using Phonics to Teach Reading and Writing. London: Paul Chapman
Publishing Limited.
Sue, P. (2000). Assessing the benefits of phonics intervention on hearing impaired
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children's word reading. Deafness & Education International 2/3, 2000, 165-178.
Appendix I. :Pre-questionnaire
本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本
本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本(√)本本本本本本本本本本本本 1-5本本1 本本本本本本本本本5 本本本本本本本本本本本本本本
(Have you encountered any of following situations in remembering words本Please tick in
bracket if your answer is yes and tell us how hard if feel in this situation. You can range it
from 1-5 and 1 means little difficult and 5 means extremely hard. Please circle one of the
points
本 本1 2 3 4 5本本本本本本本本本本本(I can not remember as there are too many letters)
21
本 本1 2 3 4 5本本本本本本本本本本(I do not understand words)
本 本1 2 3 4 5本本本本本本本本本本本本本(I can not remember so many words in one time)
本 本1 2 3 4 5本本本本本(I am being careless)
本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本 1-5本本1 本本本本本本本本本本本5 本本本本本本本本本本本本本本本本(Please
tell us what assistance you need in remembering spelling from following options. Please
tick in bracket if your answer is yes and tell us how much need you want in this situation.
You can range it from 1-5 and 1 means little help is needed and 5 means extremely
needed. Please circle one of the points)
本 本1 2 3 4 5本本本本本本本本(helps in phonics)
本 本1 2 3 4 5本本本本本本本本本(helps in understanding words)
本 本1 2 3 4 5本本本本本本本本本本(helps in sentence usage of words )
Post-questionnaire
本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本本
本本本本本本本本本本本本本本本本本本本本(Please evaluate how helpful of your teachers help in helping you
with spelling)
本本本本本本本本本本本本本本本本本本本(Do you think phonics teaching helpful)
本本本本本本本本本本本本本本本本本本本本(absolutely, mostly, barely, not at all)
本本本本本本本本本本本本本本本本本本本本本本本本本本本本 (Do you think understanding words in sentences is helpful
with spelling?)
本本本本本本本本本本本本本本本本本本本本(absolutely, mostly, barely, not at all)
22
Appendix :Lesson Plans of Week Two and Three for Target Group and
Control Group.
Lesson Plan of Week Two for Target Group
Teaching Objectives:
1.Have students to learn words: Stairs, basement, lift, balcony, village, flat, town, up,
down
2.Have students to remember those words and be able to spelling them in next class
dictation.
Teaching Materials:
Markers, laptop, Book DVD,
Teaching Content:
Kids Box English 3 Page 16
Teaching Processing:
1.Ask students to look at picture in their books try to match the new words to each
picture.
2.Ask students read again and check.
3.Teacher reads the passage together and does the final check.
4.Teach students to remember those words by phonic breakdown.
Lesson Plan of Week Three for Target Group
Teaching Objectives:
1.Have students to words: Get dressed, get undressed, get up, go to bed, have a shower,
put on, wake up, take off, wash
2.Have students to remember those words and be able to spelling them in next class
dictation.
Teaching Materials:
23
Markers, laptop, Book DVD,
Teaching Content:
Kids Box English 3 Page 26
Teaching Processing:
1Ask students to read their books try to put those phases in the right orders.
2Ask students to read again and then ask them to check their answers.
3Teacher reads the passage with students together and do the final check.
4.Teach students to remember those words by phonic breakdown.
Lesson Plan of Week Two for Control Group
Teaching Objectives:
1. Have students to learn words: Stairs, basement, lift, balcony, village, flat, town, up,
down
2. Have students to remember those words and be able to spelling them in next class
dictation.
Teaching Materials:
Markers, laptop, Book DVD,
Teaching Content:
Kids Box English 3 Page 16
Teaching Processing:
1. Ask students to look at picture in their books try to match the new words to each
picture.
2. Ask students read again and check.
3. Teacher reads the passage together and does the final check.
4. Ask students to describe what they have got at home.
Lesson Plan of Week Three for Control Group
Teaching Objectives:
1. Have students to learn words: Get dressed, get undressed, get up, go to bed, have a
shower, put on, wake up, take off, wash
2. Have students to remember those words and be able to spelling them in next class
dictation.
24
Teaching Materials:
Markers, laptop, Book DVD,
Teaching Content:
Kids Box English 3 Page 26
Teaching Processing:
1Ask students to read their books try to put those phases in the right orders.
2Ask students to read again and then ask them to check their answers.
3Teacher reads the passage with students together and do the final check.
Ask students to describe one of their days by using those new phrases.
25
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